Exams and Accountability 2021
Liz Twist Excerpts(4 years ago)
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Gavin Williamson
This is what all the measures we are introducing are aimed at doing: making sure that children who have missed out on the opportunity to learn are able to focus their efforts, as they come to the crucial exam period, on the things that will matter most to them as they try to achieve the very best grade. This is on top of the action we have taken with the covid catch-up fund, which has already been initiated and is available to all students in my hon. Friend’s constituency.
Liz Twist (Blaydon) (Lab)
Last week, I met headteachers from across Gateshead who talked about this very issue of unfairness. Today’s statement covers the issue across the whole cohort, but, as many other colleagues have said, what measures will the Secretary of State take to ensure that those who have been through isolation—there are many of those in the north-east and in my constituency—and do not have access to technology are really able to make up that difference and are able to be tested fairly in that system?
Gavin Williamson
Again, not wishing to repeat myself, we recognise that there are children in that situation. That is why we think it is really important that teachers and pupils alike have a clear sense of where the testing will be applied so that, over the final months as they head to exams in summer 2021, they are able to focus that effort and those resources on ensuring that they cover all those key critical areas.
Free School Meals
Liz Twist Excerpts(4 years, 2 months ago)
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Liz Twist (Blaydon) (Lab)
This is a hugely important debate for many families in my constituency and across the north-east and the country. I applaud Marcus Rashford for his hard work in raising this issue. Data from the North East Child Poverty Commission shows that almost 93,000 children and young people across the north-east were in receipt of free school meals in the last academic year, 2019-20. However, these figures do not take into account the full impact—indeed, hardly any of the impact—of covid-19 on family incomes and the number of families who have registered for such support in recent weeks.
In fact, the Food Foundation recently published an estimate that more than 900,000 children have signed up for free school meals for the first time this year. Over 50% of those using Trussell Trust food banks at the start of the pandemic had never needed help from a food bank before, and families with children were the hardest hit, accounting for nearly two in five of the households needing to use a food bank. These are staggering numbers. We talked earlier about universal credit being a help, but so many people are finding for the first time that universal credit is really poor and does not help those most in need, especially those applying for the first time, who might have expected help.
We know from the North East Child Poverty Commission’s figures that more than one in three children and young people grow up in poverty in the north-east and that the north-east has the highest proportion of children in receipt of free school meals. In Gateshead, there were 6,135 students in receipt of free school meals before the covid-19 pandemic. That is 20% of pupils, and that number cannot help but go up in the coming months, as we see the impact of job losses, short-time working and so forth. We know that the covid-19 pandemic will have a huge impact.
During the summer, I had the privilege of visiting some of the holiday hunger schemes and activities in my constituency. I saw at first hand how well appreciated the free lunches and free school meals were in those activities, so I know the difference that they can make. Of course the Government must continue to fund free school meal provision in every school holiday between October half-term and Easter 2021 and extend the offer of free school meals to all families receiving universal credit and those with no recourse to public funds. However, we have to do more than that in the face of this crisis, with rising costs and unemployment, and millions of families falling into poverty.
Education Settings: Autumn Opening
Liz Twist Excerpts(4 years, 5 months ago)
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Gavin Williamson
My hon. Friend is absolutely right to pay tribute to the teachers and all the staff in schools, nurseries and colleges in Warrington South. They have been doing a fantastic job. The approach that we are taking is very much in line with that of other nations. We all understand that, within education settings, there are constraints and restrictions under which teachers and headteachers have to operate, and we have to find practical solutions for that. That is why we have taken a lot of time to look at how this is being done in other countries and copy the very best practice as a result.
Liz Twist (Blaydon) (Lab)
Primary headteachers in my constituency tell me that there are pinch points at the start and end of each school day as children and parents come together. Our school leaders are planning how to mitigate this problem, but it may require adaptation, so they are asking: will the Secretary of State set aside funding to ensure that schools can access money to avoid the problem of people coming together?
Gavin Williamson
The hon. Lady raises an important point about reducing the chances of people meeting and increasing the likelihood of transmission. That is why we have asked schools to look at the option of staggered starts for year groups to mitigate those chances.
Educational Settings
Liz Twist Excerpts(4 years, 9 months ago)
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Gavin Williamson
We already have an edtech strategy for promoting this, but we will see a much more rapid and speedy evolution of some of these learning aids and resources, and we must look at how best we can harness new technology to ensure that all children are in a position to be able to get the very best out of education, even in the coming weeks.
Liz Twist (Blaydon) (Lab)
Will the Secretary of State say more about special schools like Gibside in my constituency that have children with very special needs? Is he saying that schools like Gibside will remain open? If so, what support can be given to the staff?
Gavin Williamson
We have to recognise that schools such as Gibside will be facing considerable pressures in terms of staffing and the spread of the virus, but also in terms of pupils who may be unwell. Many children who attend special schools such as Gibside will be on an EHCP, which obviously puts them in the category of vulnerable children for whom we are looking to make sure there is continued provision.
School Funding
Liz Twist Excerpts(5 years, 7 months ago)
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Liz Twist (Blaydon) (Lab)
On 4 March, I had the great privilege to move the motion in Westminster Hall on e-petition 232220 on schools funding. The debate was packed and lively, as we heard earlier, with many hon. Members sharing the difficulties their local schools were facing due to insufficient funding.
It was a particular privilege for me because the petition was started by Mr Andrew Ramanandi, the headteacher of St Joseph’s Primary School in Blaydon, and signed by over 3,300 people from my constituency and other parts of the country. It was built on a campaign that started with a letter co-signed by headteachers of primary, secondary and SEND schools in Gateshead who had become increasingly alarmed by the impact that a real-terms reduction in schools funding was having on the children and young people in their care. The letter, which was sent to parents before Christmas and informed them that schools may no longer be able to provide the same level of education, asked them for their support in raising their concerns with the Government.
Seventy-one out of 76 schools in Gateshead borough are facing real-terms reductions in funding. At the same time, costs—as we have heard—are rising, and so are pupil numbers in Gateshead, as elsewhere in the country. The Government’s own statistics show that England’s schools have 137,000 more pupils in the system and the Institute for Fiscal Studies acknowledged that schools have suffered an 8% real-terms reduction in spending per pupil despite growing numbers of pupils coming through the doors. With increasing numbers of pupils and decreasing funding in real terms, schools have had to make cuts in staffing as well as in all budget areas, looking for greater efficiencies in supplies and services. Headteachers in my constituency tell me that, as funding has become tighter, schools have had to cut back on essential resources—teaching and non-teaching staff, support staff who work with vulnerable pupils, small group work and interventions with children who are not thriving, teaching resources, subject choices, classroom and extracurricular activities, repairs to buildings and renewal of equipment.
In preparation for the debate, I visited several schools across Blaydon. At one of them, Portobello Primary School in Birtley, the headteacher and governors of that great community school talked to me about their concerns about funding pressures. They told me that in the last year they have lost four valuable members of staff to redundancy, including a higher level teaching assistant with 20 years’ experience in early years; an experienced teacher who led on the arts curriculum; a highly skilled teaching assistant trained in supporting children with medical and educational needs; and a dedicated school counsellor who supported young children with their mental health. They also said that the impact of real-terms budget reductions has made it harder to deliver specific interventions with pupils; it is increasingly difficult to provide the personal and emotional support for vulnerable pupils; they have lost decades’ worth of experience and curriculum knowledge; and they are finding it harder and harder to take children on educational visits and to purchase up-to-date teaching resources and equipment.
I mentioned Mr Andrew Ramanandi of St Joseph’s Primary School, where the children are bright, interested and have clearly been taught to have inquiring minds. He told me that the day after the recent debate he had to tell his staff about the outcome of the redundancy consultation he had to carry out. I caught up with him earlier this week to find out about what happened. He told me that 19 morning sessions and four afternoon sessions now have no learning support in the classroom. He has had to lose a day’s PPA cover by a qualified teacher who can deliver specialist curriculum. He has had to stop whole class brass and percussion music lessons. The school is oversubscribed so it is not about fewer pupils: it is that the school has had to bear the brunt of inflation and increased on-costs. Mr Ramanandi said that they are expecting an Ofsted inspection from September onwards under the new framework, which will be looking at the quality of curriculum. However, due to funding problems, he has had to make decisions on redundancies and spending that will potentially stop the school from being outstanding.
I could go on, but I will finish by saying that headteachers, teachers, parents and governors across Blaydon all want the Minister to provide higher funding—fair funding—for schools, for our children and young people and so do I. I hope that the Minister will be able today, almost eight weeks after the Westminster Hall debate, to give us all that assurance.
School Funding
Liz Twist Excerpts(5 years, 9 months ago)
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Liz Twist (Blaydon) (Lab)
I beg to move,
That this House has considered e-petition 232220 relating to school funding.
It is an honour to serve under your chairmanship, Sir David. I present the petition on behalf of Mr Andrew Ramanandi, the headteacher of St Joseph’s Catholic Primary School, Blaydon, and more than 104,000 teachers, support staff, heads, parents and governors around the country who have signed it. I acknowledge the fair funding for schools campaign, which was started by Mr Ramanandi and joined by all headteachers across the borough of Gateshead. Their imaginative campaign has captured the attention of the public and many politicians, and they will be listening closely to the debate. Mr Ramanandi is in the Gallery.
Dedicated staff, who are by far the most important resource in our schools, face an uphill battle due to not only school funding, but curriculum reform, an increasing workload and the growing and often complex needs of many of our children. Time and again, we hear that morale and staff retention are low. Our educators are looking to us as politicians to help them to respond to that challenge.
Catherine McKinnell (Newcastle upon Tyne North) (Lab)
I congratulate my hon. Friend and fellow Petitions Committee member on securing and introducing this important debate. In January, the Minister encouraged MPs to write to their local schools and congratulate them on their improvements in key stage 2. I did just that, but I heard back almost immediately from my local schools, which had improved their results significantly, that they were having to lose the key staff who had helped them to do that. Does she agree that that is completely counterproductive and hugely concerning for the future performance of those schools?
Daniel Kawczynski (Shrewsbury and Atcham) (Con)
Does the hon. Lady acknowledge, however, that there is still a huge difference between the funding for schools in rural shire countries such as mine and that of schools in metropolitan inner-city areas?
John Redwood (Wokingham) (Con)
Before the hon. Lady moves on, can she give us an idea of the percentage increase that she thinks would now be sufficient?
Liz Twist
I will make some progress, but I will take some interventions shortly.
The campaign started with a letter co-signed by headteachers of primary, secondary and special educational needs and disability schools in Gateshead, who became increasingly alarmed by the impact that a real-terms reduction in school funding was having on the children and young people in their care. The letter, which was sent to parents before Christmas, informed them that schools may no longer be able to provide the same level of service and asked them for their support in raising the schools’ concerns with the Government.
This is a speech of two parts. The first part is about the facts and figures that we regularly bandy around the Chamber and in official papers. Eventually, they get down to the school heads and governors at the kind of scale where they can see the black holes in their budgets and try to work out how they can balance their books.
Mr Jim Cunningham
Coventry has experienced the same sort of difficulties as my hon. Friend’s constituency. I did a survey and visited several schools last year, which showed that out of 103 schools, 102 were suffering from teacher shortages, demoralisation, rising class numbers or low pay. Does she agree that the Government have to do something about that?
Liz Twist
I will make some progress, so that the debate makes some sense.
As I said, this is a speech of two parts. The first part is about the facts and figures and the second part is about what they mean for our schools—the staff, the governors, the parents and, most of all, the pupils.
Sir Hugo Swire
The hon. Lady is absolutely right to raise those inequalities, but does she concede that this Government have tried to do something about fairer funding? In our part of the world, in Devon, there has been an increase, but we are still chronically underfunded. Every child in a Devon school gets £304 less than the national average, so we lose out on £27 million per year. Under a previous Labour Government, funding was skewed towards the inner cities and away from the shire counties.
Liz Twist
As I have said, the debate is about having enough funding for all schools to provide the education that children deserve.
The second part of my speech is about what the figures mean for our schools. At the start of the debate, we should establish the facts about school funding. It is right that more money has been allocated to education, following pressure from hon. Members on both sides of the House who know the pressures that their local schools face. It is also right to acknowledge that the Government have offered additional funds to support increasing pension costs, which have hit schools badly.
The Minister must know, however, as I do, that those measures do not go anywhere near far enough to meet the real-terms cuts that schools face year on year. The statistics from the School Cuts campaign, which were verified by the chair of the UK Statistics Authority, Sir David Norgrove, show that 91% of schools across England have experienced real-terms cuts in per-pupil funding since 2015.
Maria Eagle (Garston and Halewood) (Lab)
One of my primary school headteachers, who has been a teacher for 30 years and a headteacher for 15 years, tells me:
“I’ve never experienced a time when the range of needs has been so complex and the financial support so thin.”
She is the head of a school in one of the most deprived parts of my constituency and faces an overall deficit of £70,000 this year. Does my hon. Friend agree that that is not adequate to enable her to do the job that she has been doing for so long?
Liz Twist
I absolutely agree with my hon. Friend’s assessment of the situation. That is a real problem, as it is for Mr Ramanandi and schools in Gateshead.
As I was saying, the Minister must know that schools face real-terms cuts year on year. It is simply not right to say that funding per pupil, which is the measure that really matters, has gone up. The Government’s statistics show that England’s schools have 137,000 more pupils in the system. The respected Institute for Fiscal Studies acknowledges that schools have suffered an 8% real-terms reduction in spending per pupil, despite growing numbers of pupils coming through the door.
With increasing numbers of pupils, and decreasing funding in real terms, schools have had to make cuts that have resulted in 5,400 fewer teachers, 2,800 fewer teaching assistants, 1,400 fewer support staff and 1,200 fewer auxiliary staff. If funding per pupil had been maintained in value since 2015, school funding in England would be £5.1 billion higher than it is now.
Like the petitioners, school leaders across England are concerned that the Government have not kept their promise to increase school funding in cash terms this year. The Secretary of State for Education promised that
“all schools would see a modest rise in funding”.
However, 4,819 schools have not received the Education Secretary’s guaranteed cash increase, meaning that one in four primary schools and one in six secondary schools have had their funding cut in cash terms this year. Locally, 71 schools in Gateshead have suffered Government cuts to per-pupil funding since 2015, losing out on £14 million. In my constituency, the average cut is about £45,000 per primary school and £185,000 per secondary school.
Headteachers in my constituency tell me that, as funding has become tighter, schools have had to cut back on essential resources: teaching and non-teaching staff; support staff who work with vulnerable pupils; small group work; interventions with children who are not thriving; teaching resources; subject choices; classroom and extracurricular activities; repairs for buildings, including asbestos management; and renewal of equipment.
Unison, which represents support staff in many of our schools, forecast that over the next year one in four schools across Gateshead borough will see redundancies. We know that, on top of that, many schools are not replacing staff who leave, so the reality is much worse for them.
Support staff are disproportionately affected by the redundancies. These are mostly part-time or term-time-only jobs, low-paid and generally taken by women living close to the school. By 2021, all but three schools in Gateshead are expected to be in budget deficit, so it is likely that further redundancies are on the horizon. How do we expect our schools to plan for the future?
Steve Double
I am very grateful to the hon. Lady and fellow member of the Petitions Committee for giving way, and she is making an excellent start and making the case for more funding for schools. I am sure that there is no one in this Chamber today who does not want to see more funding for schools. However, schools in Cornwall have been making the sorts of rationalisations and working efficiently in the way that she is describing for many years. So while we make the case for more funding for our schools, does she agree that the allocation of that funding must be fairly distributed across the country, because metropolitan schools have had too big a share of the cake for far too long?
Alex Cunningham (Stockton North) (Lab)
My hon. Friend will share my concern about children in areas of high deprivation. They are already well behind the curve in terms of development; they were disadvantaged the day they were born. The education system can actually drag them out of poverty, but does she agree that this Government policy ensures that they are left in poverty?
Liz Twist
Yes, clearly the lack of resources in schools and the loss of jobs mean that attention cannot be given to important issues, which is a real detriment to the people affected.
The second part of my speech is about what these figures mean for our schools: for the staff, the governors, the parents, but most of all, for the pupils in each and every school. I am sure that other Members will indulge me if I talk about the schools in my constituency; I have no doubt that many of them will wish to share experiences from their own schools.
Last Friday, I visited Portobello Primary School in Birtley. During my visit, the headteacher and governors of this great community school told me about their concerns about funding pressures. In the last year, they have lost four valuable members of staff to redundancy: a higher level teaching assistant with 20 years’ experience in early years education; an experienced teacher who led on the arts curriculum; a highly skilled teaching assistant who was trained in supporting children with medical and educational needs; and a dedicated school counsellor, who supported young children with their mental health.
Catherine West (Hornsey and Wood Green) (Lab)
Does my hon. Friend agree that for children with special needs, such as those in Coleridge Primary School in my constituency, this situation is a double whammy?
Dr Sarah Wollaston (Totnes) (Ind)
We all recognise that supporting the higher needs budget is extraordinarily important because of the vulnerable children that it supports. However, does the hon. Lady agree that when there is just a compulsory virement away from other budgets, that exacerbates the problem and that what we need is higher needs properly funded as a bloc?
Liz Twist
Yes, I most certainly agree with the hon. Lady.
The headteacher and governors at Portobello Primary School also said that the impact of real-terms budget reductions has made it harder to deliver specific interventions with pupils; that it is increasingly difficult to provide personal and emotional support for vulnerable pupils; that they have lost decades’ worth of experience and curriculum knowledge; and that they are finding it harder and harder to take children on educational visits and purchase up-to-date teaching resources and equipment.
Due to these redundancies, staff are taking on extra duties and the local community are supporting the school by fundraising. I applaud the commitment of the staff of Portobello, who are doing everything they can for the children in their care. Most headteachers in my constituency could tell a similar story; it simply is not good enough that schools are not adequately funded to provide an outstanding education.
Seema Malhotra (Feltham and Heston) (Lab/Co-op)
I thank my hon. Friend for giving way.
Mrs Anne Main (St Albans) (Con)
I want to put it on the record that the Backbench Business Committee asked on 5 February for a six-hour debate on this issue, and that request has been granted. That request was supported by 43 Members, many of whom are here today. It is about time that the Government found time for this very valuable debate, because it is roundly supported.
Liz Twist
I thank the hon. Lady very much for that intervention. What is clear from all Members here today is that we need a long debate on this issue, and I hope that we will have one soon.
Last November, I visited St Joseph’s Catholic Primary School in Blaydon, along with our local parliamentary outreach worker, Gillian. It is the school of Mr Ramanandi, the lead petitioner—and a fine school it is, too. I met some of the younger pupils there: they were polite and well-behaved, but also fizzing to make inquiries and ask questions. They were not afraid to ask some of the questions that many adult constituents would be too polite to ask.
Our discussions ranged far and wide, really covering some important local, national and environmental issues. These children had clearly been taught to have inquiring minds and to express themselves—in fact, I had to leave the school without answering all of their questions as I was late for my next meeting. In December, I had the chance to see the school Christmas play in a church just down the road from my office, and what talented and well-behaved ambassadors for their school the children were! I congratulate Mr Ramanandi and the staff on that.
Dr Rupa Huq (Ealing Central and Acton) (Lab)
My hon. Friend speaks with great experience on these matters. She reminds me of my own experience at East Acton Primary School, which I visited on Friday. In London, there are not just redundancies; there are also retention issues, because of the prohibitive cost of housing in London. As a result, there is a very imbalanced age structure of the teaching staff. They can get newly qualified teachers up to the age of 30, but then they are off somewhere else, because they want to put down roots. Does she agree that that is a tragic state of affairs?
Also, I spoke to one teacher who qualified in 1998. Our taxpayers have funded her training, but such older professionals are now brain-draining away. The teacher I met is moving to Beijing, because she cannot live on the wages here. Is that not a tragedy, too?
Liz Twist
It is indeed a tragedy to see such a waste of the skilled people who are teaching in schools. It is a loss to our schools.
The point of my telling Members about St Joseph’s is to impress on them that the school, like Portobello and many other primary schools in my constituency, has great, dedicated staff who put all their effort into giving the children the best education they can have. When Mr Ramanandi and other heads tell me that their funding is not enough to maintain the high, rounded standards of teaching, learning and support their pupils need, I ask questions of them, but I believe and support them.
Liz Twist
I will carry on a little.
Of course, it is not just primary schools that are feeling the strain; our secondary schools face real funding problems. Steve Haigh, head of Whickham School, says:
“The more pressure on my budget, the more class sizes have had to increase. We started a national petition to tell the Government that these cuts can’t go on, because children in Gateshead and across England deserve better. Headteachers are facing impossible choices. They care deeply about the whole of their communities—children, parents and staff. When choices are made to cut deeply in areas of need, making staff redundant and cutting the support for vulnerable young people, hard won gains are at risk, and effort and sacrifices made over the last decade may be thrown away if schools are not adequately funded. I stand proud with my community for our successes and I feel every cut I have to make—well concealed, painfully made, shamefully felt.”
I agree with Mr Haigh, who does excellent work in our local secondary school, especially in supporting pupils’ mental health.
Let us not forget the impact on children with special educational needs, who are also losing out because of the pressure on school budgets. Joanne, a parent, wrote to me:
“I am writing to express my serious concerns about school funding. I have an 11-year-old son and a 9-year-old girl in primary school. A regular topic of conversation in our house is how disgusting the school toilets are. It’s not that they are not cleaned; they are so old and dilapidated they are beyond looking nice. There is no spare money to replace them, nor has there been for many years. My son has autism, and during his whole school life he has never received the one-to-one support to which he has always been entitled, due to funding. My daughter regularly runs straight to the loo after school, after holding it in all day rather than use the toilets. I cannot fault the school, they try their very best at all times. Isn’t it the job of Parliament to do better for our children, our next generation?”
Bambos Charalambous (Enfield, Southgate) (Lab)
One school in my constituency is looking at more than £1 million of cuts by 2020-21. That will mean that it will not be able to afford any learning support assistants, teaching assistants, office staff or site staff. As children with special needs need one-to-one support from learning assistants, does my hon. Friend agree that school cuts will disproportionately affect them?
Janet Daby
I thank my hon. Friend for making such a powerful speech. Does she agree that the education system is on the brink of insolvency, and that it is unacceptable for parents to be asked for money, for professional fundraisers to be employed and for charges to be introduced for parents, to provide basic provisions in schools?
Mike Hill (Hartlepool) (Lab)
Bringing food into schools to feed the kids in the morning, hand-me-down school uniforms, staff putting their own cash into raising funds, and headteachers paying for cleaners out of their own pocket is the reality in Hartlepool. Does my hon. Friend agree that that is a sad indictment of the national funding formula’s effects?
Several hon. Members rose—
Liz Twist
I will press on.
Because of the petition, in recent weeks my mailbox has been packed full of stories from school staff and parents across the Blaydon constituency. Sheena, a teaching assistant—a TA—wrote:
“I love my job! I have worked in a local infant school for 30 years as a teaching assistant. But over the last 3 years we have lost 8 members of staff due to redundancies due to lack of funding. We run our school on a skeleton staff. We are unable to buy resources for the children due to lack of funding (staff sometimes use their own money!). We have just gone through the redundancy process again, losing another TA, which leaves us with 2 TAs in a school with 6 classes (3 classes are Early Years Foundation Stage, which require…a TA…). Does this mean we have to turn children away because of lack of staff? In turn, this means less funding! Teachers without a TA have to leave their ‘teaching’ to see to poorly children, first aid and collecting resources, all because of reduced funding to schools. Not having a TA in every classroom…does have a detrimental effect on our children, especially the slower learners and SEN children.”
Heidi Allen (South Cambridgeshire) (Ind)
The hon. Lady comes on to talk about teachers, and it seems to me that the impact is not only on the children. We risk those in this much-needed profession being too exhausted and stressed to cope with the additional pressures and workload. We risk alienating them from the profession altogether.
Liz Twist
Yes, I most certainly agree. When visiting schools, I see the enthusiasm that teachers have, but also the strain they are under because of the lack of support and resources.
Susan, another teaching assistant, said:
“As staff, our main concern is the welfare of the children in our care. We are making as many adjustments as we can to try to absorb these cuts with minimum disruption to the education we provide for the children. But there is only so much we can do!”
And Dominic, a secondary schoolteacher, wrote:
“This is at a time when students in general appear to have greater needs. The rates of mental illness are on the increase. We have a talented team of pastoral and welfare teachers who would willingly spend more time one-to-one with students, but who have no time because they are dealing with endless cases of misbehaviour. There are increasing incidents of self-harm, internal truanting and bullying, which could be addressed with more money for more staff.”
I have received dozens more stories from parents and governors as well as from staff, and I am sure colleagues will share their own experiences.
For headteachers, parents, teaching and non-teaching staff, governors, and—most of all—children, this should not be about politics, and the petitioners have made that clear in speaking to me. Our schools simply want to go about their jobs, delivering high standards of education, and preparing our children and young people for life, ensuring that they have the best possible start. We cannot afford not to fund our schools properly.
Sir David, the petitioners do not just want me to tell you how hard things are because of the funding problems they face; they want to ask the Minister for some action, to provide adequate funding—fair funding—for our children and young people. They call on the Government to increase funding for schools, so that they can provide the education their pupils need.
Mr Ramanandi was talking to me earlier about how tomorrow he will be telling his staff at St Joseph’s the outcome of his funding and redundancy consultation—not something he is looking forward to. He would like to tell them that in the future his school will be able to offer the broad, rounded curriculum and supportive environment that makes our children healthy, rounded people who have had the best start in life. I hope that the Minister is able to tell Mr Ramanandi that he can do that, because of the actions the Government have taken. I also invite the Minister to join me in visiting the schools in Gateshead, to see the great work they are doing.
Several hon. Members rose—
Liz Twist
I am not entirely sure what to say in the two minutes that remain. I am really disappointed with the Minister’s response, because he is saying to headteachers such as Mr Ramanandi and others that their experience is not valid. That is not what we are all finding. It is not just the headteachers; all of us in the Chamber, from every party, have made the point that we know that schools in our area need additional funding. The whole point of this debate was to ensure that that issue was raised, so I am sorry that the Minister appears not to have addressed it. I hope very much that he will think again, and I hope that he will have a day in the north-east, as I invited him to do, and visit Mr Ramanandi’s school and others in Gateshead, and perhaps visit Darlington at the same time, to see what is going on. Headteachers are telling us that they have real difficulty in making their budgets balance, and I for one understand where they are coming from. I hope that the Minister will think very hard and push for additional resources in the comprehensive spending review.
Question put and agreed to.
Resolved,
That this House has considered e-petition 232220 relating to school funding.
Oral Answers to Questions
Liz Twist Excerpts(6 years ago)
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Nick Gibb
My hon. Friend fights hard for the interests of the schools in his constituency, as I know at first hand from the schools that he has invited me to visit and the headteachers to whom he has introduced me at round-table discussions that he has organised on school funding. He will know, therefore, that under the fairer national funding formula, Devon will gain £13.6 million for its schools by 2019-20, rising from £382 million to £396 million in 2019.
Liz Twist (Blaydon) (Lab)
Deaf Children’s Services
Liz Twist Excerpts(6 years, 3 months ago)
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Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Liz Twist (Blaydon) (Lab)
It is a pleasure to serve under your chairmanship, Mr Stringer.
On 5 March I had the great privilege of presenting a debate in response to the e-petition on making British Sign Language a part of the curriculum. Much of that debate was about giving deaf children the best possible chance of communicating with other people and the best educational outcomes. Sadly, attainment evidence shows that is not happening at present.
I want to talk about services for deaf children at a much earlier stage in the education system. I am sorry to have to do that; the latest figures show that services for deaf children are reducing across England. That means that their futures are being “stolen”, as the National Deaf Children’s Society puts it, because without the support, intervention and specialist skills that they need, they will not be able to make the best educational and social progress compared with other children who are not deaf or hearing impaired. That cannot be right.
There are more than 50,000 deaf children and young people in the UK. As we have heard, more than 90% of them are born to hearing parents who have no prior experience of deafness. Some 80% of those children attend mainstream schools, where they may be the only deaf child in their school. Figures from the National Deaf Children’s Society show a stark difference in educational achievement as it is. In the early years foundation stage, 34% of pre-school deaf children were reported as having a good level of development compared with 76% of other children. At key stage 2, less than half of deaf children achieved the expected standard for reading, compared with 80% of other children. At key stage 4, deaf children achieve, on average, a whole grade less in each GCSE subject than other children. In recent years this attainment gap has widened. As we have heard, 41% of deaf young people achieve two A-levels or equivalent by the age of 19, compared with 65% of other young people. This is not a gap of intelligence but of the support and the tools to communicate and understand as other children do.
Where do deaf children sit in the special needs system? Most of them do not have an education, health and care plan. The NDCS estimates that less than a fifth of these children have a plan that sets out their supported needs. Most schools do not have the knowledge or skills to support deaf children themselves. Access to specialist support is essential for their learning and development. Because deafness is a low incidence need, that support is best provided by teams of experts, especially teachers of the deaf, centrally organised in education services, who can go out and provide support and advice to teachers, families and the children themselves. Research from the Department for Education just last year showed that specialist education services for deaf children play a crucial role in advising mainstream teachers and ensuring that the needs of deaf children are met. Those services are funded through the high-needs block of the dedicated school grant. It is essential that that service is provided centrally to help deaf children achieve in school.
As the National Deaf Children’s Society says, it is essential that services are funded in a way that allows early intervention not just at school but at pre-school, so that families and children can be given the best advice. It is worrying, as we have heard, that local authority spending on specialist education services for deaf children has been reducing since 2011. That includes my authority of Gateshead, where the budget for this year has reduced by 17%. Like many councils, Gateshead has done its best to protect funding for specialist services.
We heard from my hon. Friend the Member for Poplar and Limehouse (Jim Fitzpatrick) about the pressures on funding and the asks of the National Deaf Children’s Society. I endorse those asks, but as we approach the comprehensive spending review we also need additional funding for local authorities, to provide these essential education services. I have met some incredible people in the course of the last year, from Erin, who I met last year, who is pushing for a GCSE, to Ella, who messaged me this week. It is important to give them the time they need.
Oral Answers to Questions
Liz Twist Excerpts(6 years, 3 months ago)
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Liz Twist (Blaydon) (Lab)
The Parliamentary Under-Secretary of State for Education (Nadhim Zahawi)
By 2019-20 we will be spending £1 billion extra annually to deliver 30 hours a week of free childcare and pay our higher funding rates. Those rates were based on our review of childcare costs, described as “thorough and wide-ranging” by the National Audit Office. We have commissioned further new research to understand providers’ current costs.
Liz Twist
Last Friday I visited Bright Sparks nursery in my constituency, which is rated “outstanding” and is long-established. The staff told me how difficult they are finding it to make ends meet under the new funding regime, and that is borne out by a report by the National Day Nurseries Association. Can the Minister tell us how nurseries are supposed to remain open when facing that shortfall? I am glad to hear that he is looking again at the costs, but I hope it will be a thorough look.
Nadhim Zahawi
We continue to monitor the costs and, as I said earlier, we have commissioned further research. The evidence that we currently have shows that the majority of providers are willing and able to deliver the extended entitlement. Some 340,000 children have benefited from 30-hour funding places in the scheme’s first year, so it is certainly a success story, but the hon. Lady is right that we have to monitor what pressures there are.
British Sign Language: National Curriculum
Liz Twist Excerpts(6 years, 9 months ago)
Westminster HallRead Full debate Read Hansard Text Read Debate Ministerial Extracts
Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
This information is provided by Parallel Parliament and does not comprise part of the offical record
Ian Austin (in the Chair)
I draw Members’ attention to the fact that today’s proceedings are being made accessible to people who are deaf or hearing-impaired. The interpreters are using British Sign Language, and Parliament TV is showing a live, simultaneous interpretation of the debate. I call Liz Twist to move the motion.
Liz Twist (Blaydon) (Lab)
I beg to move,
That this House has considered e-petition 200000 relating to British Sign Language being part of the national curriculum.
It is an honour to serve under your chairmanship, Mr Austin. Last September, I had the pleasure of meeting Erin, a young woman involved in the National Deaf Children’s Society. Erin told me very clearly that many young people such as her who are deaf feel strongly that British Sign Language should be taught in schools, and that it should become a GCSE subject. As a result, more young people would be able to learn BSL, and it would be properly recognised as a language qualification, equal to other GCSEs. Erin’s determination, and her clear explanation of why BSL should be a GCSE subject made a lasting impression on me. When today’s petition, created by Wayne Barrow, who is in the Gallery, came before the Petitions Committee, I was keen to speak on it, and to introduce it on behalf of Wayne, the many other petitioners and Erin.
Other hon. Members on the Committee were very conscious that, although the petition had not reached 100,000 signatures, which is the usual threshold, the issue should be considered by the House, because it is difficult to ask for 100,000 signatures when fewer than 100,000 people speak BSL as their first language. The Committee was also very keen that the debate be signed, so that young deaf people, and the not so young, could follow the debate as it happened—a first for a live debate in this House. I hope it is the first of many, as Parliament reaches out and becomes more inclusive. I thank our signers, the Committee and the House staff who made it possible.
What a day to be holding this debate, after the British film, “The Silent Child”, won the Oscar for best live-action short film last night. Furthermore, the acceptance speech by actress Rachel Shenton was signed—another achievement, and another step forward.
Justin Tomlinson (North Swindon) (Con)
The hon. Lady is making a powerful speech. Maisie Sly, the six-year-old actress in the film, who is profoundly deaf, is one of my constituents. The mainstream state school that she goes to has embraced sign language, which has really inspired lots of young people, who want to take it up. As the former Minister for Disabled People, I know that we have a chronic shortage of BSL interpreters in this country. If we can tap into that inspiration, we can solve more problems and help people like Maisie, whom we are very proud of in Swindon.
Laura Smith (Crewe and Nantwich) (Lab)
While I was training to become a primary school teacher during the early 2000s, I completed a placement in a mainstream primary school that had fully embraced the integration of all children. Teachers spoke with a special microphone that was tuned into the children’s implants, and every session was signed. All the children benefited, and I benefited as a teacher; everyone benefits from this. I also congratulate Rachel Shenton and Maisie—what an amazing achievement. Let us hope that we see plenty more signing going on in Parliament in every debate.
Liz Twist
I thank my hon. Friend for her intervention. She gave a good example of how everyone benefits from BSL and signing, which is an idea that I will touch on later.
As I was saying, yesterday “The Silent Child” won an Oscar. Starring six-year-old Maisie Sly and Rachel Shenton, it tells the story of a four-year-old profoundly deaf girl who struggles to communicate until she learns sign language. I am sure that all Members will join me in sending our congratulations to Maisie, Rachel and the team that produced the film. Now all I have to do is follow that.
Moving on to the petition itself, the petitioners ask for BSL to be part of the national curriculum. They point out that about 50,000 people in the UK use BSL, that many children are born deaf and that those children should be given
“a better chance at a more integrated future.”
Thelma Walker (Colne Valley) (Lab)
I commend my hon. Friend on securing today’s debate. Deaf children should be able to interact with their peers as much as those children who can hear. Does she agree that a simple solution to make our education system truly inclusive would be for the Department for Education to include British Sign Language in the national curriculum for all schools and all children?
Liz Twist
I thank my hon. Friend for that intervention. I agree with that statement, and I hope to explain why.
The petitioners want BSL to be part of the national curriculum, giving better life chances to young people who are deaf. They believe that if BSL becomes part of the national curriculum, that will even up the chances of deaf young people being able to play a full part in school and attain the best results they can.
Let us look at the case. Research by the National Deaf Children’s Society into the attainment of deaf children in 2017 shows that deaf children continue to underachieve throughout their education compared with other children. Although the Department for Education claimed recently that attainment for deaf children is at an all-time high, the latest figures show that the attainment gap between deaf children and children with no identified special needs is widening, with the gap at GCSE level being particularly worrying. In 2016, 41.3% of deaf children achieved the expected benchmark of five GCSEs at A* to C grade, compared with 69.3% of children with no identified special needs. That is a difference of more than 20%, which is just not acceptable in this day and age.
All that is in the context of a reduction of 14% in the number of qualified teachers of the deaf since 2011, and a 2% reduction in just one year—2016-17. We know that we have to do more to help deaf pupils to achieve their full potential and that we need to reverse the reduction in the number of teachers of the deaf. We can do that partly by ensuring that young deaf pupils are able to have effective communication. For many, that will be through BSL. BSL has been a recognised language since 2003, but unlike other languages it is not recognised as a GCSE that can be taught in schools.
Mike Hill (Hartlepool) (Lab)
In Hartlepool, there are many initiatives to promote inclusion and the use of BSL. Does my hon. Friend agree that BSL should at least be offered as part of the curriculum?
Liz Twist
I agree with my hon. Friend that that is very important.
A pilot GCSE has been trialled and is ready to go, but the DFE is refusing to give it the go-ahead. I ask the Minister to talk to his colleagues in other Departments, and to work with them to agree the GCSE and make it available to students. The absence of a qualification in BSL with the same status as other GCSEs discourages schools from teaching sign language—a view supported by a survey run by an organisation called Signature, which I will talk about shortly.
However, making BSL a national curriculum subject is about more than just exams. It is about the whole young person and ensuring that they are able to play a full part in school activities, get on with their peers and have a full life in school and out of school.
Bambos Charalambous (Enfield, Southgate) (Lab)
Is my hon. Friend aware that 23,000 children aged under 15 suffer from deafness? Teaching BSL in schools will increase the inclusion of those children, help others understand what it is to be deaf, and therefore help social cohesion in school for all pupils.
Liz Twist
I agree strongly with my hon. Friend’s point. It is really important that deaf children are able to take part fully in the life of the school.
In 2016-17, Signature carried out a survey of more than 2,000 young people, of whom 700 were deaf and 1,400 were hearing, on behalf of the National Deaf Children’s Society youth advisory board, which is made up of young people from across the UK, such as Erin, who believe strongly that there should be more opportunities for young people—deaf or hearing—to learn BSL, which is an officially recognised language in the UK. The survey showed that 91% of young people want to learn sign language, 92% think schools should offer a BSL GCSE, and 97% think BSL should be taught in schools. Their reasons include inclusivity, as doing those things would ensure that deaf people are fully integrated into society and not disadvantaged because others cannot communicate with them effectively; the importance of communication in general; and equality—they likened learning BSL to learning French or Spanish and said that BSL was at least equally important. They thought that being able to use BSL would improve employment prospects, both directly and indirectly, but many did not know of anywhere they could learn it at no or little cost.
I have already mentioned the shortage of qualified teachers of the deaf, but there is a wider shortage. In 2017, the Department for Work and Pensions highlighted that shortages in sign language interpreters have resulted in higher costs for Government programmes such as Access to Work, and have made it harder for deaf people to enter the workplace. A GCSE could lead to more people considering interpreting for deaf people as a career.
I do not want to make this petition downbeat. Some amazing young and older people are getting out there and making the case for BSL and other measures to improve inclusivity. Since this debate was announced, a number of people—not just young people—have contacted me to tell me about the work they are doing. They include Kathy Robinson, who runs Signs for Success, which teaches very young children to sign so they can communicate from their earliest days and do not face the isolation that can come with deafness. She believes that all children—not just those who are deaf—can benefit from learning to sign. People such as Erin and other young people from the National Deaf Children’s Society are out there campaigning on this issue.
As you do these days, I googled Wayne and had a look at his Twitter feed and at the site that he and his friend Lizzy Jay have, on which they sign and sing pop songs—actually, Wayne assures me that he does not sing, because he cannot, but he signs along to pop songs. This debate and this petition are about BSL helping young people to have fun as well as learn. It is not all about serious stuff.
I was contacted by a young constituent from Blaydon— I will not give her name—who told me about her time at school, which was not an easy experience. She is out there pushing for more people to learn BSL. We need to ensure deaf young people have the best possible chance. This petition is one way of ensuring we make progress in this area.
It is about time that some of us MPs had a go at learning BSL. I am sure we could arrange classes in this place. I am sure that is achievable. I will commit to putting my name down to learn, and I know that many other Members will join me.
One of the great things about petitions is that we get a Government response—hon. Members may have seen it on the website—so we know what the Minister may be going to say, although I very much hope he will be much bolder in what he says about the proposal to include BSL in the national curriculum. I am sure other hon. Members will ask him to do the same. Basically, the Government said, “Schools can already teach it. It doesn’t need to be part of the national curriculum. We have no plans to change it.” Well yes, Minister, we know that schools can do it, but those of us who have been teachers, governors or just parents know that the school timetable is already under huge pressure. Without an additional push, in most cases it will not happen. We know from the National Deaf Children’s Society survey that young people are keen and willing to learn BSL, but the Government must help to make it part of the curriculum.
The Government said—a number of people said to me that they took exception to this comment—that BSL is a “useful tool”. It is not just a useful tool; it is an essential part of communicating with the outside world and other people. It is an essential tool for many of our young people, and we should respect that.
In conclusion, I ask the Minister to push the boat out a bit, to respond positively to the request to make BSL part of the national curriculum, and to give our deaf young people the best possible chance.
Liz Twist
I thank all hon. Members who made contributions to the debate. Most of it was fairly upbeat. It is a shame about the ending, but I will come on to that.
I thank the hon. Member for Waveney (Peter Aldous) for his support for the cause. I also thank my hon. Friend the Member for Poplar and Limehouse (Jim Fitzpatrick), who chairs the all-party parliamentary group on deafness; my hon. Friend the Member for Kingston upon Hull West and Hessle (Emma Hardy); and my hon. Friend the Member for York Central (Rachael Maskell), who so powerfully reminded us that it is we who are erecting barriers, not people who have hearing difficulties or deafness, which is an important point to remember. I thank the hon. Member for Glasgow North West (Carol Monaghan) for her contribution and my hon. Friend the Member for Brent Central (Dawn Butler). Some really interesting and exciting points were made, all of them supporting the need for us to be more inclusive and to reach out and include young people with deafness, about whom we are talking today.
Then we come to the Minister’s comments. I have to say that I was really disappointed. I asked the Minister to go further than he had in his written response. I am disappointed that we have not been able to go further today. I heard all the reasons he gave, but we need a can-do approach. We have a problem and we need to find a way around it, so that all our young people can take part not only in school activities, but in life in the wider community, through the development of a BSL GCSE and the inclusion of BSL as a curriculum subject. I remain convinced, having been a governor in a number of schools, that it is really difficult to find time to teach BSL, although it is allowed. I look forward to his further discussions with the APPG.
I hope that there will be a change in the future to include BSL in the national curriculum and to recognise a GCSE qualification. I do not think that Wayne and his mates, Erin and other young people are going away. I think we will hear much more about this issue in the next few days. I am reminded that next week is Sign Language Week. I think there will be a lot going around among the Twitterati and the public about this, so watch out for a lot more questions from the public, as well as from hon. Members, on this issue.
To finish, I remind everyone that although we have spent a lot of time talking about the national curriculum and GCSEs, this is all about allowing deaf young people to be included in activities and school life, and to just have some fun, like Wayne and his mates do. I thank hon. Members and I am sure we will come back to this issue.
Ian Austin (in the Chair)
Before Members leave, I want to formally thank the interpreters who have been translating this debate into BSL, the people who have been organising the live simultaneous interpretation on television, and the Officers of the House who have made all of this possible.
Question put and agreed to.
Resolved,
That this House has considered e-petition 200000 relating to British Sign Language being part of the national curriculum.